Band 4.0 IELTS Writing Task 1 Model Answer

Overall Band Score: 4.0 · IELTS Summit Mastery · 2026-10-15

IELTS Writing Task 1 question

The graphs below show the percentage of people holding full driving licences in Great Britain by age and sex.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Full car driving licence holders: by sex and age

Student answer (Band 4.0)

The bar graph illustrate the proportion of of people keeping full driving licences in great britain by the age and sex .

In an overvicer , the highest percentage of men full car driving licence holder : by sex and age 50-59 in 1975/76 and 2006 , and the lowest percentage of men full car driving licence holder : by sex and age 17-20 in 1975/76 and 2006 . However the highest proportion of women full car driving licence holder by sex and age 40-49 in 1975/76 and 2006 , and the lowest percentage of women full car driving licence holders by sex and age .

First and formost , the age of men 17-20 was licence holder in 1975/76 about 37% and in 2006 almost was 38% and women in 1975/76 percentage was 20% and in 2006 was 35% .

AI examiner evaluation

Task Achievement / Task Response: Band 3.5

The response identifies the chart’s subject and attempts an overview, but the main features are not reported accurately enough. Men’s highest figure was 50–59 in 2006, but in 1975/76 it was 40–49; women’s highest was 30–39 in 1975/76 and 40–49 in 2006, not 40–49 in both years. The overview also leaves the lowest female category unfinished. The only detailed comparison is for ages 17–20, and its 2006 figures are slightly overstated; the response omits the substantial increases among older women and the high licence rates among middle-aged men. It is also below the required 150 words, with nine words copied from the prompt excluded. Select and accurately compare several key age groups in both years.

Coherence and Cohesion: Band 4.0

There is a basic attempt to organise the response into an introduction, an overview and a detail paragraph, and phrases such as “However” and “First and foremost” signal relationships between ideas. However, the progression is limited: the final paragraph discusses only the youngest group, without developing the broader comparisons promised by the overview. Some linking is awkward or unclear, particularly the long overview sentence joined by “and,” and the unfinished statement about women’s lowest percentage leaves the reader without a complete idea. To improve, group comparisons logically—for example, describe the overall changes first, then compare younger and older age groups—and use clear sentence boundaries and references.

Lexical Resource: Band 4.5

The response uses some relevant chart vocabulary, including “proportion,” “percentage,” “age,” and “full driving licences,” so the topic is generally recognisable. However, the range is repetitive, with “percentage” and “full car driving licence holder” repeated several times, and some expressions are not natural or precise, such as “people keeping full driving licences” and “the age of men 17-20 was licence holder.” There are also spelling and word-form problems, including “overvicer” and “formost.” Use concise chart language such as “licence holders,” “the proportion of men aged 17–20,” and “rose from … to …”; check spelling and avoid repeating the same noun phrase.

Grammatical Range and Accuracy: Band 4.5

The response attempts several sentence forms, including an overview with contrasting clauses and a comparison using “in 1975/76” and “in 2006.” However, control is uneven, and errors in agreement, articles and sentence construction are frequent enough to make some statements difficult to follow. For example, “The bar graph illustrate” has subject–verb disagreement, while “the highest percentage of men full car driving licence holder” lacks the necessary possessive or prepositional structure and plural agreement. The opening also contains an unnecessary repeated “of,” and punctuation spacing is inconsistent. Build accurate simple sentences first, then combine them carefully; check singular/plural forms and ensure each sentence has a complete, clearly structured clause.

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